Bubar Montessori Nursery

Inclusion: Expected standard

Typically, leaders have created an inclusive environment that identifies and appropriately supports children's needs. Staff work closely with families to understand children's backgrounds and experiences. Many children attending the setting speak languages other than English at home, such as Gujarati. Staff support children's communication in both English and their home language. For example, staff occasionally use Gujarati to help children understand routines and instructions. This helps children settle quickly and develop confidence in communicating.

Leaders identify children who may require additional support and work with external professionals when necessary. For example, staff work closely with speech and language therapists to support children with emerging communication needs. Staff implement recommended strategies, such as modelling slower speech, using clear sentences and giving children time to respond. As a result, children develop increasing confidence in communicating their ideas. Staff gather information from parents and carers through discussions, videos and online platforms. This helps staff understand children's development at home and plan activities that support language development and confidence in English and home languages. Leaders monitor children's progress and adapt support when needed so that all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning or wellbeing, are included and able to participate fully in all activities.

Curriculum and teaching: Expected standard

Leaders design a curriculum that focuses on key areas of learning for younger children and prepares older children for school. Communication and language, physical development, and personal, social and emotional development are prioritised throughout the provision. Staff plan activities based on children's interests and informed by observations of children once they have settled into the setting. This helps staff build on what children already know and can do.

Staff support children's language development throughout the day. They engage children in conversations, read stories regularly and encourage them to talk about their experiences. For example, during story sessions, children are asked questions that help them predict events and recall details from the story. Staff also extend children's mathematical understanding during play. For instance, when children play on a see-saw, staff introduce mathematical vocabulary, such as 'heavy', 'light', 'high' and 'balanced'. Occasionally, the duration of activities does not align with the children's age or stage of development. For instance, children lose interest and move away before they have gained the most from some activities. Outdoor learning is an important part of the curriculum. Children plant herbs and flowers, explore the garden and engage in imaginative play, including construction and mud kitchen activities. Leaders support children who face barriers to learning through adapted resources and additional help, enabling full participation and the development of their movement and coordination skills.

Leaders monitor children's learning through observations, discussions and progress checks to identify gaps and support their next steps. They recognise the importance of staff training for strengthening interactions. Additional funding is used appropriately to support individual needs, helping reduce gaps and improve outcomes.

Achievement: Expected standard

Children make typical and secure progress from their starting points. They develop communication skills through regular storytelling, singing and conversations. For example, children confidently retell familiar parts of stories and use descriptive vocabulary during role-play activities. Children develop physical confidence through outdoor play. They practise climbing and balancing, use wheeled toys and participate in yoga, for instance. They build fine motor skills as they draw with pens on wooden bookmarks, practising their pencil control and developing hand-eye coordination.

Children with special educational needs and/or disabilities and those who face other barriers to their learning make appropriate progress from their starting points. Children develop increasing confidence as they communicate their ideas and participate in activities. Children acquire the skills needed for their next stage of learning. Children generally demonstrate increasing independence in routines such as putting on their wellington boots and coats, tidying resources and managing personal care.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and generally show positive attitudes towards learning. Clear routines help children understand what is expected of them and move confidently between activities. For example, older children independently collect coats and boots before outdoor play and follow instructions carefully when transitioning between indoor and outdoor areas. Children enjoy learning and playing alongside their peers. They cooperate during imaginative play and construction activities, and show respect for shared resources. Staff support children to develop social skills through games and structured activities that encourage turn-taking and cooperation.

Attendance is promoted effectively. Leaders monitor children's attendance and contact parents and carers if children are absent to check the reason. This helps ensure children attend regularly and remain engaged in their learning. In most situations, staff support children to develop independence and manage their behaviour positively. However, sometimes staff intervene quickly during minor disputes rather than allowing children time to resolve small conflicts themselves. Leaders recognise this and have begun to address it through professional discussion with staff to ensure children are given appropriate opportunities to develop problem-solving and self-regulation skills.

Children's welfare and wellbeing: Expected standard

Children's health, safety and wellbeing are promoted effectively. Staff maintain clear, well-established routines that help children feel secure and confident. They know children well and adapt routines appropriately, including for those with special educational needs and/or disabilities and those who face barriers to learning. For example, care routines are adjusted through additional adult support, visual prompts or flexible transitions, ensuring that all children can access experiences alongside their peers and minimising differences in outcomes. Children follow hygiene routines, such as handwashing, and eat snacks safely under close supervision. Risk assessments and safety procedures ensure that the premises, including outdoor areas, are safe. Children move confidently between indoor and outdoor spaces, and staff supervise them carefully during activities such as climbing, balancing and using wheeled toys.

Staff help children develop independence and confidence in managing their needs. Children are encouraged to dress themselves, tidy resources and take responsibility for their belongings, which helps them develop the self-care skills needed for school. Children form positive relationships with staff, who respond sensitively and help them identify and manage their emotions through modelling and guidance. However, staff sometimes intervene too quickly to resolve minor conflicts. Leaders continue to support children in resolving these independently, further developing self-regulation and problem-solving skills. Staff provide reassurance and encouragement, helping children feel safe and valued.

Leadership and governance: Expected standard

Leaders demonstrate a clear understanding of the strengths of the provision and areas they wish to develop further. Since the previous inspection, leaders have provided training to help staff give children more time to respond to questions and to strengthen interactions that support communication and language development. Leaders monitor the quality of teaching through observations, supervision meetings and professional discussions. Staff receive regular training, including on topics such as safeguarding and promoting children's health and safety. Leaders correctly acknowledge that there are inconsistencies in some elements of the curriculum and teaching. They understand that there is scope to target training and focus on teaching and curriculum development to strengthen and enhance practice. Leaders consider staff wellbeing and workload, ensuring that expectations are manageable so staff can consistently provide care and learning experiences.

Partnerships with parents and carers are positive. Parents speak highly of the nursery and value the welcoming atmosphere and regular communication with staff. Leaders encourage home learning through sharing books, story sacks and discussions with families. Evaluation of the setting includes feedback from parents and staff. Leaders use this information to review practice and make improvements, such as adapting group activities and developing outdoor learning opportunities. Leaders maintain appropriate oversight of the provision and have clear priorities to further strengthen teaching and children's engagement in learning.